Science Content Standard(s) Addressed: S5.PHS4.Force and Motion. The learner will be able to explain how the motion of an object can be described by its position, direction of motion, and speed. Other Content Area Standards Addressed: M5.CES.5The learner will be able to estimate sums, differences, and products of whole numbers, fractions, and decimals using various methods including order of magnitude, rounding, and using number sense. M5.DPS.1The learner will be able to identify the types of graphs that are suitable for different kinds of data sets. M5.DPS.4The learner will be able to propose and justify conclusions based on data. M5.MEA.4The learner will be able to use multiplication and division to convert units of measure within the SI or English system. R5.ROP.3The learner will be able to apply critical thinking when reading materials to make sense of what they read by using prior knowledge and experience, vocabulary and language structure, reading strategies and/or plans, and for problem solving and resolution. NETS-S Standards Addressed:
Creativity and Innovation
Technology Operation and Concepts
Critical Thinking and Problem Solving and Decision Making
Communication and Collaboration
Digital Citizenship
Enduring Understanding/Goal Students will understand that: › This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know 1. The learner will understand how inertia, gravity, friction, mass, and force affect motion.
Essential Question(s): (What is the overall purpose for the learning and teaching that will happen in this unit? What are the overarching questions that you want learners to be able to answer? Essential questions should be big, global in scope, and possibly unanswerable. They should be important, challenging, interesting and intriguing to the learner.) › What leading questions can you ask of students to get them to understand the Big Ideas? › Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious right answer 1. What are forces? 2. What are some forces that affect objects on Earth? 3. What is the relationship between the strength of a force and its effect on an object? 4. How does friction affect an object in motion? 5. Why is motion on Earth different from motion in space? 6. What are Newton’s Laws of Motion? 7. What are simple machines? 8. What tools could we use to measure the speed, distance and direction of an object? 9. What is inertia and how does it affect an object in motion?
|| Student objectives (outcomes): Students will be able to: › These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these. › Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes 1. The learner will know that an object will move in a straight line at a constant speed, speed up, slow down, or change direction dependent on the net force acting on the object. 2. The learner will understand that the motion of an object can be described and measured. 3. The learner will know and understand that the motion of an object is determined by the overall effect of all the forces acting on the object. 4. The learner will demonstrate that there is a relationship between the strength of a force and its effect on an object. 5. The learner will know and understand that inertia, gravity, friction, mass and force affect motion.
||
|| Stage 2 – Assessment Evidence
||
Performance Task(s): › Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding. › Designed at least at the application level or higher on Bloom’s Taxonomy. › Rubrics can be used to guide students in self-assessment of their performance The learners will use the Activotes to respond to questions on Force and Motion. The learners will calculate work using the formula W=F x D
Other Evidence of Student Understanding: › includes pre-assessment, formative assessment, and summative assessment evidence › Can be individual or group based › Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay
|| Stage 3 – Learning Plan
||
Learning Activities: This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what: › the students will do during the class to prepare them for the outcomes you expect of them. › the teacher will do to guide the learning Ø The learners will demonstrate inertia through a run and stop activity. Ø The learners will demonstrate Newton’s Second Law of Motion. Ø The learners will discuss and demonstrate Newton’s 3rd Law of Motion. Ø The learners will demonstrate that force times distance equals work. Ø The learners will interpret the reaction of a moving object when a force is applied from an opposite direction. Ø The learners will demonstrate how the wheel and axle, pulley, wedge and lever are used to make work easier. Ø The learners will use varied surfaces to demonstrate the differences in friction.
Unit Overview (Description)
Learning Activities (Lesson Plans)
Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
Lesson
Duration
Activity Plan
1
Essential Question(s): What are Force and Motion? What is gravity and how does it affect a moving object? Who is Isaac Newton? What are the 3 Laws of Motion? How does friction affect a moving object?
Lesson Plan/Activities: (describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.) Anticipation survey KWL chart Preview vocabulary Brief introduction of Isaac Newton. Assigned a group activity on the 3 Laws of Motion to be presented and shared to the class. 5 minutes writing in the Science Journal. Resources:
Computer Internet connection Promethean Board
Books
Scott Foresman Science. Grade Level readers Laffert, Peter. Eyewitness : Force and Motion. Sturm-Niz, Ellen. Gravity. Gienopoulous , Andrea. Isaac Newton and the Laws of Motion.
What is Motion? What are the 3 Laws of Motion? Lesson Plan/Activities: (describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Discuss the 3 Laws of Motion. Take students outside and allow them to freely demonstrate Newton’s 3 Laws of Motion using guided questions. Students will write in the science journal about their experiences outside. Continue on the independent research project. Resources:
Balls Strings Washers
3
Essential Question(s): What are the types of forces?
Lesson Plan/Activities: (describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Present 15 minute video on Newton’s Laws of Motion Discuss Push and Pull. Demonstrate different types of forces by acting out and providing explanations of real life experience. Update science journal by discussing what was learned from the video. Resources:
Books : Scott Foresman Science. Grade Level readers Laffert, Peter. Eyewitness : Force and Motion. Sturm-Niz, Ellen. Gravity. Gienopoulous , Andrea. Isaac Newton and the Laws of Motion.
Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
Create one lesson plan table for each lesson, and link these below:
Team B, Unit 2
|| Stage 1 - Desired Results
||
S5.PHS4.Force and Motion. The learner will be able to explain how the motion of an object can be described by its position, direction of motion, and speed.
Other Content Area Standards Addressed:
M5.CES.5 The learner will be able to estimate sums, differences, and products of whole numbers, fractions, and decimals using various methods including order of magnitude, rounding, and using number sense.
M5.DPS.1 The learner will be able to identify the types of graphs that are suitable for different kinds of data sets.
M5.DPS.4 The learner will be able to propose and justify conclusions based on data.
M5.MEA.4 The learner will be able to use multiplication and division to convert units of measure within the SI or English system.
R5.ROP.3 The learner will be able to apply critical thinking when reading materials to make sense of what they read by using prior knowledge and experience, vocabulary and language structure, reading strategies and/or plans, and for problem solving and resolution.
NETS-S Standards Addressed:
Creativity and Innovation
Technology Operation and Concepts
Critical Thinking and Problem Solving and Decision Making
Communication and Collaboration
Digital Citizenship
Students will understand that:
› This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know
1. The learner will understand how inertia, gravity, friction, mass, and force affect motion.
(What is the overall purpose for the learning and teaching that will happen in this unit? What are the overarching questions that you want learners to be able to answer? Essential questions should be big, global in scope, and possibly unanswerable. They should be important, challenging, interesting and intriguing to the learner.)
› What leading questions can you ask of students to get them to understand the Big Ideas?
› Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious right answer
1. What are forces?
2. What are some forces that affect objects on Earth?
3. What is the relationship between the strength of a force and its effect on an object?
4. How does friction affect an object in motion?
5. Why is motion on Earth different from motion in space?
6. What are Newton’s Laws of Motion?
7. What are simple machines?
8. What tools could we use to measure the speed, distance and direction of an object?
9. What is inertia and how does it affect an object in motion?
|| Student objectives (outcomes):
Students will be able to:
› These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these.
› Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes
1. The learner will know that an object will move in a straight line at a constant speed, speed up, slow down, or change direction dependent on the net force acting on the object.
2. The learner will understand that the motion of an object can be described and measured.
3. The learner will know and understand that the motion of an object is determined by the overall effect of all the forces acting on the object.
4. The learner will demonstrate that there is a relationship between the strength of a force and its effect on an object.
5. The learner will know and understand that inertia, gravity, friction, mass and force affect motion.
||
|| Stage 2 – Assessment Evidence
||
› Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding.
› Designed at least at the application level or higher on Bloom’s Taxonomy.
› Rubrics can be used to guide students in self-assessment of their performance
The learners will use the Activotes to respond to questions on Force and Motion.
The learners will calculate work using the formula W=F x D
› includes pre-assessment, formative assessment, and summative assessment evidence
› Can be individual or group based
› Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay
||
Stage 3 – Learning Plan
||
This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what:
› the students will do during the class to prepare them for the outcomes you expect of them.
› the teacher will do to guide the learning
Ø The learners will demonstrate inertia through a run and stop activity.
Ø The learners will demonstrate Newton’s Second Law of Motion.
Ø The learners will discuss and demonstrate Newton’s 3rd Law of Motion.
Ø The learners will demonstrate that force times distance equals work.
Ø The learners will interpret the reaction of a moving object when a force is applied from an opposite direction.
Ø The learners will demonstrate how the wheel and axle, pulley, wedge and lever are used to make work easier.
Ø The learners will use varied surfaces to demonstrate the differences in friction.
Unit Overview (Description)
Learning Activities (Lesson Plans)
Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
What are Force and Motion?
What is gravity and how does it affect a moving object?
Who is Isaac Newton?
What are the 3 Laws of Motion?
How does friction affect a moving object?
Lesson Plan/Activities:
(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Anticipation survey
KWL chart
Preview vocabulary
Brief introduction of Isaac Newton.
Assigned a group activity on the 3 Laws of Motion to be presented and shared to the class.
5 minutes writing in the Science Journal.
Resources:
Computer
Internet connection
Promethean Board
Books
Scott Foresman Science.
Grade Level readers
Laffert, Peter. Eyewitness : Force and Motion.
Sturm-Niz, Ellen. Gravity.
Gienopoulous , Andrea. Isaac Newton and the Laws of Motion.
Websites :
**www.ehow.com**
Promethean Planet
**http://www.prometheanplanet.com/en/Resources/Item/39968/forces-and-motion-an-introduction**
Discovery Education :
**http://player.discoveryeducation.com/index.cfm?guidAssetId=C2E3E8CD-5B15-4927-B47F-C56301404EC4&blnFromSearch=1&productcode=US**
What is Motion?
What are the 3 Laws of Motion?
Lesson Plan/Activities:
(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Discuss the 3 Laws of Motion.
Take students outside and allow them to freely demonstrate Newton’s 3 Laws of Motion using guided questions.
Students will write in the science journal about their experiences outside.
Continue on the independent research project.
Resources:
Balls
Strings
Washers
What are the types of forces?
Lesson Plan/Activities:
(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Present 15 minute video on Newton’s Laws of Motion
Discuss Push and Pull.
Demonstrate different types of forces by acting out and providing explanations of real life experience.
Update science journal by discussing what was learned from the video.
Resources:
Books :
Scott Foresman Science.
Grade Level readers
Laffert, Peter. Eyewitness : Force and Motion.
Sturm-Niz, Ellen. Gravity.
Gienopoulous , Andrea. Isaac Newton and the Laws of Motion.
http://player.discoveryeducation.com/index.cfm?guidAssetId=CD57F186-3466-48A8-892F-E4CA072F48F7&blnFromSearch=1&productcode=US
Learning Activities
Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
Create one lesson plan table for each lesson, and link these below: